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Prominent theories of aging emphasize the importance of resource allocation processes as a means to maintain functional ability, well-being and quality of life. Little is known about which activities and what activity patterns actually characterize the daily lives of healthy older adults in key domains of functioning, including the spatial, physical, social, and cognitive domains. This study aims to gain a comprehensive understanding of daily activities of community-dwelling older adults over an extended period of time and across a diverse range of activity domains, and to examine associations between daily activities, health and well-being at the within- and between-person levels. It also aims to examine contextual correlates of the relations between daily activities, health, and well-being. At its core, this ambulatory assessment (AA) study with a sample of 150 community-dwelling older adults aged 65 to 91 years measured spatial, physical, social, and cognitive activities across 30 days using a custom-built mobile sensor (“uTrail”), including GPS, accelerometer, and audio recording. In addition, during the first 15 days, self-reports of daily activities, psychological correlates, contexts, and cognitive performance in an ambulatory working memory task were assessed 7 times per day using smartphones. Surrounding the ambulatory assessment period, participants completed an initial baseline assessment including a telephone survey, web based questionnaires, and a laboratory-based cognitive and physical testing session. They also participated in an intermediate laboratory session in the laboratory at half-time of the 30-day ambulatory assessment period, and finally returned to the laboratory for a posttest assessment. In sum, this is the first study which combines multi-domain activity sensing and self-report ambulatory assessment methods to observe daily life activities as indicators of functional ability in healthy older adults unfolding over an extended period (i.e., 1 month). It offers a unique opportunity to describe and understand the diverse individual real-life functional ability profiles characterizing later life. [ABSTRACT FROM AUTHOR]

This study investigated the independent and interactive effects of supportive and conflicting interactions and overall relationship quality with partners and friends on positive and negative emotions. Data on social interactions and overall relationship quality with partners and friends, and emotions were collected from 717 South Korean adults (Mage = 47.23; 50.6% male). The results showed that supportive interactions with friends and high relationship quality with partners and friends were associated with enhanced positive emotions, whereas conflicting interactions with partners and friends and low relationship quality with partners were associated with increased negative emotions. In addition, interactive effects of social interactions and overall relationship quality suggested the evidence of reverse buffering. The beneficial effect of friend support on positive emotions was present only when friend conflict was high, and the adverse effect of partner conflict on positive emotions was magnified when individuals perceived high overall relationship quality with their partners. [ABSTRACT FROM AUTHOR]

Prominent theories of aging emphasize the importance of resource allocation processes as a means to maintain functional ability, well-being and quality of life. Little is known about which activities and what activity patterns actually characterize the daily lives of healthy older adults in key domains of functioning, including the spatial, physical, social, and cognitive domains. This study aims to gain a comprehensive understanding of daily activities of community-dwelling older adults over an extended period of time and across a diverse range of activity domains, and to examine associations between daily activities, health and well-being at the within- and between-person levels. It also aims to examine contextual correlates of the relations between daily activities, health, and well-being. At its core, this ambulatory assessment (AA) study with a sample of 150 community-dwelling older adults aged 65 to 91 years measured spatial, physical, social, and cognitive activities across 30 days using a custom-built mobile sensor (“uTrail”), including GPS, accelerometer, and audio recording. In addition, during the first 15 days, self-reports of daily activities, psychological correlates, contexts, and cognitive performance in an ambulatory working memory task were assessed 7 times per day using smartphones. Surrounding the ambulatory assessment period, participants completed an initial baseline assessment including a telephone survey, web-based questionnaires, and a laboratory-based cognitive and physical testing session. They also participated in an intermediate laboratory session in the laboratory at half-time of the 30-day ambulatory assessment period, and finally returned to the laboratory for a posttest assessment. In sum, this is the first study which combines multi-domain activity sensing and self-report ambulatory assessment methods to observe daily life activities as indicators of functional ability in healthy older adults unfolding over an extended period (i.e., 1 month). It offers a unique opportunity to describe and understand the diverse individual real-life functional ability profiles characterizing later life.

The teacher and learners are cooperatively involved in the creation of a positive climate in an L2 class. In the online language learning environment today, teachers can make the best use of technology, multimedia learning, and accessibility of learners to create a supportive and effective climate. In this productive climate, the teacher and learners can have multiple forms of social interaction which can improve language learners' communicative skills. Not only can the teacher expect better learning outcomes, but s/he can also ensure students' wholehearted attendance in, attention to, and participation in class activities. A positive class climate and the consequent better social interactions can also enhance learners' affective well-being. For example, higher self-esteem leads to lower levels of anxiety and better emotional health. This study aims to review the contribution of a positive classroom climate to the improvement of students' social interaction in the online L2 classroom. To do this, the findings of the relevant studies have been presented and their implications for the construction of a positive online L2 classroom climate have been provided. Suggestions are made on how to help teachers create a positive climate in online L2 classes and how to pave the way for more effective social interactions between teachers and students and among students. Also, implications are provided for L2 teachers, researchers, and trainers, especially in the post-pandemic era. [ABSTRACT FROM AUTHOR]

If securely attached individuals typically exhibit more desirable attributes, can insecure individuals be perceived positively when working in teams despite their interpersonal disadvantages? In an exploratory study, using both a vignette based experimental research design (n = 636) and a round-robin study of professionals working on a team task for nine consecutive weeks (k = 648), we examined the evolving impressions of insecurely attached individuals over time. We find that while anxiously attached individuals are perceived more positively in initial interactions, this initial positive effect for anxious attachment disappeared over time as individuals within teams gained more relational knowledge about their team members. We also found a stable and negative effect of avoidant attachment. We discuss possible reasons for the temporal underpinnings of this effect and compare our findings to previous literature. [ABSTRACT FROM AUTHOR]

The enterprise network is of great significance in explaining the risk-taking of individual firm. However, some unobservable networks hidden in different firms have long been neglected. Using the text data of the annual reports of China's listed firms from 2007 to 2018, this paper adopts a textual analysis method to capture the managers' perceptions of pressure, and build a special kind of hidden inter-firm networks, that is, the perceived competition networks of managers. In addition, this paper discusses the impact of network characteristics on corporate risk-taking behavior. Empirically, there is a positive association between competition strength and corporate risk-taking, as well as the density of perceived competition network. Furthermore, this paper explores the risk-taking behaviors of peer firms in focal firm's perceived competition network, and finds that the improvement of peer firms' risk-taking significantly increases the risk bearing level of focal firm, that is, the positive spillover effect of risk-taking behavior among firms in perceived competition networks. Moreover, managers' personal traits significantly moderate the impact of network characteristics on corporate risk-taking, which is mainly reflected in younger and male managers. Our findings can enrich the literature on social interactions and corporate behaviors, and help firms to improve their understanding of perceptible peer firms. [ABSTRACT FROM AUTHOR]

As a result of the COVID-19 pandemic, increased number of persons have been forced to limit their interactions with friends and families to contact via video, which excludes eye-contact. The aim of this study was to examine individuals’ experiences of the difference between forced skewed visuality and the ability for eye-contact in conversations. Two custom-made units allowed 15 participants interacting in dyads to alternate between being able to make eye contact and having that ability removed through skewed visuality. Participants reported their experiences in semi-structured interviews. Data analyzed with qualitative content analysis resulted in three themes: Shared eye contact allows us to create our relationship together; With eye contact, we adjust to each other to feel more connected and less intimidated; and We get more self-conscious when the visuality is skewed or shifting. The results imply that skewed visuality as forced lack of eye-contact in video conversations effects embodied nonverbal processes related to sense of connectedness and participatory sensemaking, creating a sense of both emotional and physical distance, as well as heightening selfawareness about the need of actively regulating the other. We argue that this is one of the ways to understand the impact of moving interactions to online communication. [ABSTRACT FROM AUTHOR]

The enterprise network is of great significance in explaining the risk-taking of individual firm. However, some unobservable networks hidden in different firms have long been neglected. Using the text data of the annual reports of China’s listed firms from 2007 to 2018, this paper adopts a textual analysis method to capture the managers’ perceptions of pressure, and build a special kind of hidden inter-firm networks, that is, the perceived competition networks of managers. In addition, this paper discusses the impact of network characteristics on corporate risk-taking behavior. Empirically, there is a positive association between competition strength and corporate risk-taking, as well as the density of perceived competition network. Furthermore, this paper explores the risk-taking behaviors of peer firms in focal firm’s perceived competition network, and finds that the improvement of peer firms’ risk-taking significantly increases the risk bearing level of focal firm, that is, the positive spillover effect of risk-taking behavior among firms in perceived competition networks. Moreover, managers’ personal traits significantly moderate the impact of network characteristics on corporate risk-taking, which is mainly reflected in younger and male managers. Our findings can enrich the literature on social interactions and corporate behaviors, and help firms to improve their understanding of perceptible peer firms.

If securely attached individuals typically exhibit more desirable attributes, can insecure individuals be perceived positively when working in teams despite their interpersonal disadvantages? In an exploratory study, using both a vignette based experimental research design (n = 636) and a round-robin study of professionals working on a team task for nine consecutive weeks (k = 648), we examined the evolving impressions of insecurely attached individuals over time. We find that while anxiously attached individuals are perceived more positively in initial interactions, this initial positive effect for anxious attachment disappeared over time as individuals within teams gained more relational knowledge about their team members. We also found a stable and negative effect of avoidant attachment. We discuss possible reasons for the temporal underpinnings of this effect and compare our findings to previous literature.

As a result of the COVID-19 pandemic, increased number of persons have been forced to limit their interactions with friends and families to contact via video, which excludes eye-contact. The aim of this study was to examine individuals’ experiences of the difference between forced skewed visuality and the ability for eye-contact in conversations. Two custom-made units allowed 15 participants interacting in dyads to alternate between being able to make eye contact and having that ability removed through skewed visuality. Participants reported their experiences in semi-structured interviews. Data analyzed with qualitative content analysis resulted in three themes: Shared eye contact allows us to create our relationship together; With eye contact, we adjust to each other to feel more connected and less intimidated; and We get more self-conscious when the visuality is skewed or shifting. The results imply that skewed visuality as forced lack of eye-contact in video conversations effects embodied non-verbal processes related to sense of connectedness and participatory sensemaking, creating a sense of both emotional and physical distance, as well as heightening self-awareness about the need of actively regulating the other. We argue that this is one of the ways to understand the impact of moving interactions to online communication.

Social interactions accompany individuals throughout their whole lives. When examining the underlying mechanisms of social processes, dynamics of synchrony, coordination or attunement emerge between individuals at multiple levels. To identify the impactful publications that studied such mechanisms and establishing the trends that dynamically originated the available literature, the current study adopted a scientometric approach. A sample of 543 documents dated from 1971 to 2021 was derived from Scopus. Subsequently, a document co-citation analysis was conducted on 29,183 cited references to examine the patterns of co-citation among the documents. The resulting network consisted of 1,759 documents connected to each other by 5,011 links. Within the network, five major clusters were identified. The analysis of the content of the three major clusters—namely, "Behavioral synchrony," "Towards bio-behavioral synchrony," and "Neural attunement"—suggests an interest in studying attunement in social interactions at multiple levels of analysis, from behavioral to neural, by passing through the level of physiological coordination. Furthermore, although initial studies on synchrony focused mostly on parent-child interactions, new hyperscanning paradigms are allowing researchers to explore the role of biobehavioral synchrony in all social processes in a real-time and ecological fashion. Future potential pathways of research were also discussed. [ABSTRACT FROM AUTHOR]

School gardens are part of many schools. Especially in primary schools, but also in secondary schools, they are used as a learning space and experience space for the pupils. Their importance for the development of cognitive and emotional-affective abilities of pupils is empirically well proven. It is also empirically well proven that exposure to nature has an influence on the prosocial behavior of children and adults. However, there is a lack of studies investigating the effect of the stay in the school garden on the social behavior of pupils in secondary class. To investigate whether a school garden is a good environment for social learning, a self-report study and standardized observations with sixth-grade pupils were carried out. Thus, the socially competent behavior of the pupils (communication and cooperation) and their emotions could be analyzed. In order to provide emotional access to the scientific content of biology lessons and to strengthen social learning, each pupil was responsible for their own plant and the group bed over a period of 10 weeks. The design of the lessons followed the principles of basic needs—competence, autonomy, and relatedness—of the Self Determination Theory. The observations were made during a 90-min class, in the school garden as well in the classroom. The 31 girls and 22 boys, aged 11–12 years, changed weekly between the garden and the classroom. Over 150 observations were made in the school garden (82) and in the classroom (68). In summary, pupils showed more socially competent behavior in school garden lessons than in classroom lessons. The school garden lessons, designed according to the basic needs, seem to create favorable incentives for social learning. Due to frequent social interactions, it can be assumed that learning activities in school gardens can promote emotional and social competence.

School gardens are part of many schools. Especially in primary schools, but also in secondary schools, they are used as a learning space and experience space for the pupils. Their importance for the development of cognitive and emotional-affective abilities of pupils is empirically well proven. It is also empirically well proven that exposure to nature has an influence on the prosocial behavior of children and adults. However, there is a lack of studies investigating the effect of the stay in the school garden on the social behavior of pupils in secondary class. To investigate whether a school garden is a good environment for social learning, a self-report study and standardized observations with sixth-grade pupils were carried out. Thus, the socially competent behavior of the pupils (communication and cooperation) and their emotions could be analyzed. In order to provide emotional access to the scientific content of biology lessons and to strengthen social learning, each pupil was responsible for their own plant and the group bed over a period of 10 weeks. The design of the lessons followed the principles of basic needs—competence, autonomy, and relatedness—of the Self Determination Theory. The observations were made during a 90-min class, in the school garden as well in the classroom. The 31 girls and 22 boys, aged 11–12 years, changed weekly between the garden and the classroom. Over 150 observations were made in the school garden (82) and in the classroom (68). In summary, pupils showed more socially competent behavior in school garden lessons than in classroom lessons. The school garden lessons, designed according to the basic needs, seem to create favorable incentives for social learning. Due to frequent social interactions, it can be assumed that learning activities in school gardens can promote emotional and social competence. [ABSTRACT FROM AUTHOR]

Social interactions have long been a source of lay beliefs about the ways in which psychological constructs operate. Some of the most enduring psychological constructs to become common lay beliefs originated from research focused on social-emotional processes. “Emotional intelligence” and “social intelligence” are now mainstream notions, stemming from their appealing nature and depiction in popular media. However, empirical attempts at quantifying the quality of social interactions have not been nearly as successful as measures of individual differences such as social skills, theory of mind, or social/emotional intelligence. The subjective, lay ratings of the quality of interactions by naïve observers are nonetheless consistent both within and between observers. The goal of this paper is to describe recent empirical work surrounding lay beliefs about social interaction quality and ways in which those beliefs can be quantified. We will then argue that these lay impressions formed about the quality of an interaction, perhaps via affect induction, are consistent with an expertise framework. Affect induction, beginning in infancy and occurring over time, creates instances in memory that accumulate and are ultimately measurable as social-emotional expertise (SEE). The ways in which our lay beliefs about social interaction quality fit the definition of expertise, or the automatic, holistic processing of relevant stimuli, will be discussed. We will then describe the promise of future work in this area, with a focus on a) continued delineation of the thoughts, behaviors, and timing of behaviors that lead to high-quality social interactions; and b) the viability of expertise as the conceptual model for individual differences in social-emotional ability.

Social interactions have long been a source of lay beliefs about the ways in which psychological constructs operate. Some of the most enduring psychological constructs to become common lay beliefs originated from research focused on social-emotional processes. "Emotional intelligence" and "social intelligence" are now mainstream notions, stemming from their appealing nature and depiction in popular media. However, empirical attempts at quantifying the quality of social interactions have not been nearly as successful as measures of individual differences such as social skills, theory of mind, or social/emotional intelligence. The subjective, lay ratings of the quality of interactions by naïve observers are nonetheless consistent both within and between observers. The goal of this paper is to describe recent empirical work surrounding lay beliefs about social interaction quality and ways in which those beliefs can be quantified. We will then argue that these lay impressions formed about the quality of an interaction, perhaps via affect induction, are consistent with an expertise framework. Affect induction, beginning in infancy and occurring over time, creates instances in memory that accumulate and are ultimately measurable as social-emotional expertise (SEE). The ways in which our lay beliefs about social interaction quality fit the definition of expertise, or the automatic, holistic processing of relevant stimuli, will be discussed. We will then describe the promise of future work in this area, with a focus on a) continued delineation of the thoughts, behaviors, and timing of behaviors that lead to high-quality social interactions; and b) the viability of expertise as the conceptual model for individual differences in social-emotional ability. [ABSTRACT FROM AUTHOR]

Social interactions are essential for understanding others’ actions and their mental and affective states. Specifically, interpersonal coordination – also referred to as synchrony – allows actors to adjust their behaviors to one another and thus demonstrate their connectedness to each other. Much behavioral research has demonstrated the primacy of mutually synchronized social exchanges in early development. Additionally, new methodological advances now allow us to examine interpersonal synchrony not only at the behavioral and physiological but also neural level. Nevertheless, it remains unclear how infants and their caregivers actually achieve interpersonal synchrony in their exchanges. Here we discuss recent evidence showing that adults provide rhythmical information during early social interactions with their infants, such as affective touch and singing. We propose that entrainment to these social rhythms underlies the formation of interpersonal synchrony and thus stimulates reciprocal interactions between infants and their caregivers.

Social interactions are essential for understanding others' actions and their mental and affective states. Specifically, interpersonal coordination – also referred to as synchrony – allows actors to adjust their behaviors to one another and thus demonstrate their connectedness to each other. Much behavioral research has demonstrated the primacy of mutually synchronized social exchanges in early development. Additionally, new methodological advances now allow us to examine interpersonal synchrony not only at the behavioral and physiological but also neural level. Nevertheless, it remains unclear how infants and their caregivers actually achieve interpersonal synchrony in their exchanges. Here we discuss recent evidence showing that adults provide rhythmical information during early social interactions with their infants, such as affective touch and singing. We propose that entrainment to these social rhythms underlies the formation of interpersonal synchrony and thus stimulates reciprocal interactions between infants and their caregivers. [ABSTRACT FROM AUTHOR]

Play during early life is a ubiquitous activity, and an individual’s propensity for play is positively related to cognitive development and emotional well-being. Play behavior (which may be solitary or shared with a social partner) is diverse and multi-faceted. A challenge for current research is to converge on a common definition and measurement system for play – whether examined at a behavioral, cognitive or neurological level. Combining these different approaches in a multimodal analysis could yield significant advances in understanding the neurocognitive mechanisms of play, and provide the basis for developing biologically grounded play models. However, there is currently no integrated framework for conducting a multimodal analysis of play that spans brain, cognition and behavior. The proposed coding framework uses grounded and observable behaviors along three dimensions (sensorimotor, cognitive and socio-emotional), to compute inferences about playful behavior in a social context, and related social interactional states. Here, we illustrate the sensitivity and utility of the proposed coding framework using two contrasting dyadic corpora (N = 5) of mother-infant object-oriented interactions during experimental conditions that were either non-conducive (Condition 1) or conducive (Condition 2) to the emergence of playful behavior. We find that the framework accurately identifies the modal form of social interaction as being either non-playful (Condition 1) or playful (Condition 2), and further provides useful insights about differences in the quality of social interaction and temporal synchronicity within the dyad. It is intended that this fine-grained coding of play behavior will be easily assimilated with, and inform, future analysis of neural data that is also collected during adult–infant play. In conclusion, here, we present a novel framework for analyzing the continuous time-evolution of adult–infant play patterns, underpinned by biologically informed state coding along sensorimotor, cognitive and socio-emotional dimensions. We expect that the proposed framework will have wide utility amongst researchers wishing to employ an integrated, multimodal approach to the study of play, and lead toward a greater understanding of the neuroscientific basis of play. It may also yield insights into a new biologically grounded taxonomy of play interactions.

Play during early life is a ubiquitous activity, and an individual's propensity for play is positively related to cognitive development and emotional well-being. Play behavior (which may be solitary or shared with a social partner) is diverse and multi-faceted. A challenge for current research is to converge on a common definition and measurement system for play - whether examined at a behavioral, cognitive or neurological level. Combining these different approaches in a multimodal analysis could yield significant advances in understanding the neurocognitive mechanisms of play, and provide the basis for developing biologically grounded play models. However, there is currently no integrated framework for conducting a multimodal analysis of play that spans brain, cognition and behavior. The proposed coding framework uses grounded and observable behaviors along three dimensions (sensorimotor, cognitive and socio-emotional), to compute inferences about playful behavior in a social context, and related social interactional states. Here, we illustrate the sensitivity and utility of the proposed coding framework using two contrasting dyadic corpora (N = 5) of mother-infant object-oriented interactions during experimental conditions that were either non-conducive (Condition 1) or conducive (Condition 2) to the emergence of playful behavior. We find that the framework accurately identifies the modal form of social interaction as being either non-playful (Condition 1) or playful (Condition 2), and further provides useful insights about differences in the quality of social interaction and temporal synchronicity within the dyad. It is intended that this fine-grained coding of play behavior will be easily assimilated with, and inform, future analysis of neural data that is also collected during adult-infant play. In conclusion, here, we present a novel framework for analyzing the continuous time-evolution of adult-infant play patterns, underpinned by biologically informed state coding along sensorimotor, cognitive and socio-emotional dimensions. We expect that the proposed framework will have wide utility amongst researchers wishing to employ an integrated, multimodal approach to the study of play, and lead toward a greater understanding of the neuroscientific basis of play. It may also yield insights into a new biologically grounded taxonomy of play interactions. [ABSTRACT FROM AUTHOR]

In previous studies, we found that the social interactions infants experience in their everyday lives at 11- and 14-months of age affect language ability at 24 months of age. These studies investigated relationships between the speech style (i.e., parentese speech vs. standard speech) and social context [i.e., one-on-one (1:1) vs. group] of language input in infancy and later speech development (i.e., at 24 months of age), controlling for socioeconomic status (SES). Results showed that the amount of exposure to parentese speech-1:1 in infancy was related to productive vocabulary at 24 months. The general goal of the present study was to investigate changes in (1) the pattern of social interactions between caregivers and their children from infancy to childhood and (2) relationships among speech style, social context, and language learning across time. Our study sample consisted of 30 participants from the previously published infant studies, evaluated at 33 months of age. Social interactions were assessed at home using digital first-person perspective recordings of the auditory environment. We found that caregivers use less parentese speech-1:1, and more standard speech-1:1, as their children get older. Furthermore, we found that the effects of parentese speech-1:1 in infancy on later language development at 24 months persist at 33 months of age. Finally, we found that exposure to standard speech-1:1 in childhood was the only social interaction that related to concurrent word production/use. Mediation analyses showed that standard speech-1:1 in childhood fully mediated the effects of parentese speech-1:1 in infancy on language development in childhood, controlling for SES. This study demonstrates that engaging in one-on-one interactions in infancy and later in life has important implications for language development.

Non-verbal social interaction between humans requires accurate understanding of the others' actions. The cognitivist approach suggests that successful interaction depends on the creation of a shared representation of the task, where the pairing of perceptive and motor systems of partners allows inclusion of the other's goal into the overarching representation. Activity of the Mirror Neurons System (MNS) is thought to be a crucial mechanism linking two individuals during a joint action through action observation. The construction of a shared representation of an interaction (i.e., joint action) depends upon sensorimotor cognitive processes that modulate the ability to adapt in time and space. We attempted to detect individuals' behavioral/kinematic change resulting in a global amelioration of performance for both subjects when a common representation of the action is built using a repetitive joint action. We asked pairs of subjects to carry out a simple task where one puts a base in the middle of a table and the other places a parallelepiped fitting into the base, the crucial manipulation being that participants switched roles during the experiment. We aimed to show that a full comprehension of a joint action is not an automatic process. We found that, before switching the interactional role, the participant initially placing the base orientated it in a way that led to an uncomfortable action for participants placing the parallelepiped. However, after switching roles, the action's kinematics by the participant who places the base changed in order to facilitate the action of the other. More precisely, our data shows significant modulation of the base angle in order to ease the completion of the joint action, highlighting the fact that a shared knowledge of the complete action facilitates the generation of a common representation. This evidence suggests the ability to establish an efficient shared representation of a joint action benefits from physically taking our partner's perspective because simply observing the actions of others may not be enough. [ABSTRACT FROM AUTHOR]

Gaze is instrumental in coordinating face-to-face social interactions. But little is known about gaze use when social interactions co-occur with other joint activities. We investigated the case of walking while talking. We assessed how gaze gets allocated among various targets in mobile conversations, whether allocation of gaze to other targets affects conversational coordination, and whether reduced availability of gaze for conversational coordination affects conversational performance and content. In an experimental study, pairs were videotaped in four conditions of mobility (standing still, talking while walking along a straight-line itinerary, talking while walking along a complex itinerary, or walking along a complex itinerary with no conversational task). Gaze to partners was substantially reduced in mobile conversations, but gaze was still used to coordinate conversation via displays of mutual orientation, and conversational performance and content was not different between stationary and mobile conditions. Results expand the phenomena of multitasking to joint activities.

Social learning – the transmission of behaviors through observation or interaction with conspecifics – can be viewed as a decision-making process driven by interactions among individuals. Animal group structures change over time and interactions among individuals occur in particular orders that may be repeated following specific patterns, change in their nature, or disappear completely. Here we used a stochastic actor-oriented model built using the RSiena package in R to estimate individual behaviors and their changes through time, by analyzing the dynamic of the interaction network of the fruit fly Drosophila melanogaster during social learning experiments. In particular, we re-analyzed an experimental dataset where uninformed flies, left free to interact with informed ones, acquired and later used information about oviposition site choice obtained by social interactions. We estimated the degree to which the uninformed flies had successfully acquired the information carried by informed individuals using the proportion of eggs laid by uninformed flies on the medium their conspecifics had been trained to favor. Regardless of the degree of information acquisition measured in uninformed individuals, they always received and started interactions more frequently than informed ones did. However, information was efficiently transmitted (i.e. uninformed flies predominantly laid eggs on the same medium informed ones had learn to prefer) only when the difference in contacts sent between the two fly types was small. Interestingly, we found that the degree of reciprocation, the tendency of individuals to form mutual connections between each other, strongly affected oviposition site choice in uninformed flies. This work highlights the great potential of RSiena and its utility in the studies of interaction networks among non-human animals.

Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

AbstractAim: This study delineated how observing sports scenes of cooperation or competition modulated an action of interaction, in expert athletes, depending on their specific sport attitude. Method: In a kinematic study, athletes were divided into two groups depending on their attitude towards teammates (cooperative or competitive). Participants observed sport scenes of cooperation and competition (basketball, soccer, water polo, volleyball, and rugby) and then they reached for, picked up, and placed an object on the hand of a conspecific (giving action). Mixed-design ANOVAs were carried out on the mean values of grasping-reaching parameters. Results: Data showed that the type of scene observed as well as the athletes’ attitude affected reach-to-grasp actions to give. In particular, the cooperative athletes were speeded during reach-to-grasp movements when they observed scenes of cooperation compared to when they observed scenes of competition. Discussion: Participants were speeded when executing a giving action after observing actions of cooperation. This occurred only when they had a cooperative attitude. A match between attitude and intended action seems to be a necessary prerequisite for observing an effect of the observed type of scene on the performed action. It is possible that the observation of scenes of competition activated motor strategies which interfered with the strategies adopted by the cooperative participants to execute a cooperative (giving) sequence.

Complementary colors are color pairs which, when combined in the right proportions, produce white or black. Complementary actions refer here to forms of social interaction wherein individuals adapt their joint actions according to a common aim. Notably, complementary actions are incongruent actions. But being incongruent is not sufficient to be complementary (i.e., to complete the action of another person). Successful complementary interactions are founded on the abilities: (i) to simulate another person’s movements, (ii) to predict another person’s future action/s, (iii) to produce an appropriate incongruent response which differ, while interacting, with observed ones, and (iv) to complete the social interaction by integrating the predicted effects of one’s own action with those of another person. This definition clearly alludes to the functional importance of complementary actions in the perception–action cycle and prompts us to scrutinize what is taking place behind the scenes. Preliminary data on this topic have been provided by recent cutting-edge studies utilizing different research methods. This mini-review aims to provide an up-to-date overview of the processes and the specific activations underlying complementary actions.

Audiovisual perception of emotions has been typically examined using displays of a solitary character (e.g. the face-voice and/or body-sound of one actor). However, in real life humans often face more complex multisensory social situations, involving more than one person. Here we ask if the audiovisual facilitation in emotion recognition previously found in simpler social situations extends to more complex and ecological situations. Stimuli consisting of the biological motion and voice of two interacting agents were used in two experiments. In Experiment 1, participants were presented with visual, auditory, auditory filtered/noisy, and audiovisual congruent and incongruent clips. We asked participants to judge whether the two agents were interacting happily or angrily. In Experiment 2, another group of participants repeated the same task, as in Experiment 1, while trying to ignore either the visual or the auditory information. The findings from both experiments indicate that when the reliability of the auditory cue was decreased participants weighted more the visual cue in their emotional judgments. This in turn translated in increased emotion recognition accuracy for the multisensory condition. Our findings thus point to a common mechanism of multisensory integration of emotional signals irrespective of social stimulus complexity.

Gaze is instrumental in coordinating face-to-face social interactions. But little is known about gaze use when social interactions co-occur with other joint activities. We investigated the case of walking while talking. We assessed how gaze gets allocated among various targets in mobile conversations, whether allocation of gaze to other targets affects conversational coordination, and whether reduced availability of gaze for conversational coordination affects conversational performance and content. In an experimental study, pairs were videotaped in four conditions of mobility (standing still, talking while walking along a straight-line itinerary, talking while walking along a complex itinerary, or walking along a complex itinerary with no conversational task). Gaze to partners was substantially reduced in mobile conversations, but gaze was still used to coordinate conversation via displays of mutual orientation, and conversational performance and content was not different between stationary and mobile conditions. Results expand the phenomena of multitasking to joint activities. [ABSTRACT FROM AUTHOR]

Social learning - the transmission of behaviors through observation or interaction with conspecifics - can be viewed as a decision-making process driven by interactions among individuals. Animal group structures change over time and interactions among individuals occur in particular orders that may be repeated following specific patterns, change in their nature, or disappear completely. Here we used a stochastic actororiented model built using the RSiena package in R to estimate individual behaviors and their changes through time, by analyzing the dynamic of the interaction network of the fruit fly Drosophila melanogaster during social learning experiments. In particular, we re-analyzed an experimental dataset where uninformed flies, left free to interact with informed ones, acquired and later used information about oviposition site choice obtained by social interactions. We estimated the degree to which the uninformed flies had successfully acquired the information carried by informed individuals using the proportion of eggs laid by uninformed flies on the medium their conspecifics had been trained to favor. Regardless of the degree of information acquisition measured in uninformed individuals, they always received and started interactions more frequently than informed ones did. However, information was efficiently transmitted (i.e., uninformed flies predominantly laid eggs on the same medium informed ones had learn to prefer) only when the difference in contacts sent between the two fly types was small. Interestingly, we found that the degree of reciprocation, the tendency of individuals to form mutual connections between each other, strongly affected oviposition site choice in uninformed flies. This work highlights the great potential of RSiena and its utility in the studies of interaction networks among non-human animals. [ABSTRACT FROM AUTHOR]

Audiovisual perception of emotions has been typically examined using displays of a solitary character (e.g., the face-voice and/or body-sound of one actor). However, in real life humans often face more complex multisensory social situations, involving more than one person. Here we ask if the audiovisual facilitation in emotion recognition previously found in simpler social situations extends to more complex and ecological situations. Stimuli consisting of the biological motion and voice of two interacting agents were used in two experiments. In Experiment 1, participants were presented with visual, auditory, auditory filtered/noisy, and audiovisual congruent and incongruent clips. We asked participants to judge whether the two agents were interacting happily or angrily. In Experiment 2, another group of participants repeated the same task, as in Experiment 1, while trying to ignore either the visual or the auditory information. The findings from both experiments indicate that when the reliability of the auditory cue was decreased participants weighted more the visual cue in their emotional judgments. This in turn translated in increased emotion recognition accuracy for the multisensory condition. Our findings thus point to a common mechanism of multisensory integration of emotional signals irrespective of social stimulus complexity. [ABSTRACT FROM AUTHOR]

Complementary colors are color pairs which, when combined in the right proportions, produce white or black. Complementary actions refer here to forms of social interaction wherein individuals adapt their joint actions according to a common aim. Notably, complementary actions are incongruent actions. But being incongruent is not sufficient to be complementary (i.e., to complete the action of another person). Successful complementary interactions are founded on the abilities: (i) to simulate another person's movements, (ii) to predict another person's future action/s, (iii) to produce an appropriate incongruent response which differ, while interacting, with observed ones, and (iv) to complete the social interaction by integrating the predicted effects of one's own action with those of another person. This definition clearly alludes to the functional importance of complementary actions in the perception--action cycle and prompts us to scrutinize what is taking place behind the scenes. Preliminary data on this topic have been provided by recent cutting-edge studies utilizing different research methods. This mini-review aims to provide an up-to-date overview of the processes and the specific activations underlying complementary actions. [ABSTRACT FROM AUTHOR]

Free improvisations are unprecedented and underdetermined: their content and the way they unfold are not known in advance. Improvised performances have to be actively shaped over time. To do so, the improviser must articulate his embodied experience. In other words, he has to make sense of his experience1 by relying on his bodily know-how. And so this process of improvisation personally involves the improviser. Therefore, it should be a relevant point of entry for the study of his musical "personality" (or "identity," see Hargreaves et al., 2002). Firstly, to put this argument forward, we link free improvisations and personality in the light of embodied (enactive) and dynamical approaches. However, free improvisations are often played as a group. Secondly, so as to link improvisations and personality in the context of human interactions, we present a pedagogical method of free improvisation (the Kaddouch pedagogy; Kaddouch and Miravète, 2012) in which interactivity between learner and teacher is a core aspect. Then, we will show that the process of interaction by itself allows to unveil, to foster and to expand both improvisational skills and musical personality. Finally, we propose theoretical bases for this method, plus some explanations dealing with its effects. [ABSTRACT FROM AUTHOR]

This study investigated the independent and interactive effects of supportive and conflicting interactions and overall relationship quality with partners and friends on positive and negative emotions. Data on social interactions and overall relationship quality with partners and friends, and emotions were collected from 717 South Korean adults ( M = 47.23; 50.6% male). The results showed that supportive interactions with friends and high relationship quality with partners and friends were associated with enhanced positive emotions, whereas conflicting interactions with partners and friends and low relationship quality with partners were associated with increased negative emotions. In addition, interactive effects of social interactions and overall relationship quality suggested the evidence of reverse buffering. The beneficial effect of friend support on positive emotions was present only when friend conflict was high, and the adverse effect of partner conflict on positive emotions was magnified when individuals perceived high overall relationship quality with their partners.age = 47.23; 50.6% male). The results showed that supportive interactions with friends and high relationship quality with partners and friends were associated with enhanced positive emotions, whereas conflicting interactions with partners and friends and low relationship quality with partners were associated with increased negative emotions. In addition, interactive effects of social interactions and overall relationship quality suggested the evidence of reverse buffering. The beneficial effect of friend support on positive emotions was present only when friend conflict was high, and the adverse effect of partner conflict on positive emotions was magnified when individuals perceived high overall relationship quality with their partners., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Shin and Gyeong.)

Recognizing social interactions, e.g. two people shaking hands, is important for obtaining information about other people and the surrounding social environment. Despite the visual complexity of social interactions, humans have often little difficulties to visually recognize social interactions. What is the visual representation of social interactions and the bodily visual cues that promote this remarkable human ability? Viewpoint dependent representations are considered to be at the heart of the visual recognition of many visual stimuli including objects (Bülthoff & Edelman, 1992), and biological motion patterns (Verfaillie, 1993). Here we addressed the question whether complex social actions acted out between pairs of people, e.g. hugging, are also represented in a similar manner. To this end, we created 3-D models from motion captured actions acted out by two people, e.g. hugging. These 3-D models allowed to present the same action from different viewpoints. Participants task was to discriminate a target action from distractor actions using a one-interval-forced-choice (1IFC) task. We measured participants' recognition performance in terms of reaction times (RT) and d-prime (d'). For each tested action we found one view that lead to superior recognition performance compared to other views. This finding demonstrates view-dependent effects of visual recognition, which are in line with the idea of a view dependent representations of social interactions. Subsequently, we examined the degree to which velocities of joints are able to predict the recognition performance of social interactions in order to determine candidate visual cues underlying the recognition of social interactions. We found that the velocities of the right arm, lower left leg, and both feet correlated with recognition performance.

The teacher and learners are cooperatively involved in the creation of a positive climate in an L2 class. In the online language learning environment today, teachers can make the best use of technology, multimedia learning, and accessibility of learners to create a supportive and effective climate. In this productive climate, the teacher and learners can have multiple forms of social interaction which can improve language learners' communicative skills. Not only can the teacher expect better learning outcomes, but s/he can also ensure students' wholehearted attendance in, attention to, and participation in class activities. A positive class climate and the consequent better social interactions can also enhance learners' affective well-being. For example, higher self-esteem leads to lower levels of anxiety and better emotional health. This study aims to review the contribution of a positive classroom climate to the improvement of students' social interaction in the online L2 classroom. To do this, the findings of the relevant studies have been presented and their implications for the construction of a positive online L2 classroom climate have been provided. Suggestions are made on how to help teachers create a positive climate in online L2 classes and how to pave the way for more effective social interactions between teachers and students and among students. Also, implications are provided for L2 teachers, researchers, and trainers, especially in the post-pandemic era., Competing Interests: The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Qiu.)

One of the hallmarks of human existence is that we all hold beliefs that determine how we act. Amongst such beliefs, the idea that we are endowed with free will appears to be linked to prosocial behaviors, probably by enhancing the feeling of responsibility of individuals over their own actions. However, such effects appear to be more complex that one might have initially thought. Here, we aimed at exploring how induced disbeliefs in free will impact the sense of agency over the consequences of one's own actions in a paradigm that engages morality. To do so, we asked participants to choose to inflict or to refrain from inflicting an electric choc to another participant in exchange of a small financial benefit. Our results show that participants who were primed with a text defending neural determinism - the idea that humans are a mere bunch of neurons guided by their biology - administered fewer shocks and were less vindictive toward the other participant. Importantly, this finding only held for female participants. These results show the complex interaction between gender, (dis)beliefs in free will and moral behavior.

Recognizing social interactions, e.g., two people shaking hands, is important for obtaining information about other people and the surrounding social environment. Despite the visual complexity of social interactions, humans have often little difficulties to visually recognize social interactions. What is the visual representation of social interactions and the bodily visual cues that promote this remarkable human ability? Viewpoint dependent representations are considered to be at the heart of the visual recognition of many visual stimuli including objects (Bülthoff and Edelman, 1992), and biological motion patterns (Verfaillie, 1993). Here we addressed the question whether complex social actions acted out between pairs of people, e.g., hugging, are also represented in a similar manner. To this end, we created 3-D models from motion captured actions acted out by two people, e.g., hugging. These 3-D models allowed to present the same action from different viewpoints. Participants' task was to discriminate a target action from distractor actions using a one-interval-forced-choice (1IFC) task. We measured participants' recognition performance in terms of reaction times (RT) and d-prime (d'). For each tested action we found one view that led to superior recognition performance compared to other views. This finding demonstrates view-dependent effects of visual recognition, which are in line with the idea of a view-dependent representation of social interactions. Subsequently, we examined the degree to which velocities of joints are able to predict the recognition performance of social interactions in order to determine candidate visual cues underlying the recognition of social interactions. We found that the velocities of the arms, both feet, and hips correlated with recognition performance.